Language: Latin

Proficiency Level : Intermediate (low to mid)

E.U. The people, products and buildings that were visible on the road to Rome reflect a variety
of aspects of Roman Culture.
Scenario:
Congratulations! Your father has been elected as a senator and your family has to travel to Rome
so he can begin working as a senator. You are in charge of finding information about the different
things you will see along the way traveling to Rome.

Interpretive Task:
Students will do a web quest to find information about 5 of the 10 main roads in Italy. Students
will look for unique things for each of the roads and different places they would travel through.
Students will have to fill out a comprehension guide with short answer questions and open-ended
questions.
Presentational Task:
Students will be paired up into "families" and assigned a road that lead to Rome. The "families"
will plan out what they see when they were traveling to Rome. Students will create a visual of
some sort to present to the class what their family would have seen. The other "families" will
listen to the presentations and ask questions about what the other students saw.
Interpersonal Task:
You are walking through the Forum and run into some friends from a different "family" who just
arrived in Rome. The friends will discuss their travels to Rome and some of the different things
that they encountered on their journey.

Presentational Task
Students will be paired up into "families" and assigned a road that lead to Rome. The "families"
will plan out what they see when they were traveling to Rome. Students will create a visual of
some sort to present to the class what their family would have seen. The other "families" will
listen to the presentations and ask questions about what the other students saw.

Requirements:
1. Each "family" will be required to create a visual presentation of what their family would
have seen on the way traveling to Rome. What exactly it is, is up to their group.

2. Each "family" will have 5 to 10 minutes to present their trip to the class. Each "family"
should be prepared to answer any questions that come up. Make sure that ever one in the
family has the opportunity to talk. Everyone should be helping with the presentation.

3. When the "families" are not presenting they should listen to the presentations and ask
questions about what the other "families" saw. Think about some questions you would
ask someone who had recently traveled.

Rubric: Presentational

Language Function

Exceeds
exspectations-5
Students take the
information that they
have learned and are
able to express it in a
clear way.

Impact

Provides continuity to
a presentation.

Vocabulary

Makes choices of a
phrase, image, or
content to maintain
the attention of the
audience.
Vocabulary is
sufficient to provide
information and
limited explanation.

Meets expectations4-2
Students take the
information that they
have learned and
simple state things
that they have learned
with some creation
new of new ideas.
Focuses on successful
task completion.
Uses gestures or
visuals to maintain
audience's attention
and/or interest as
appropriate to
purpose.
Vocabulary conveys
basic information.

Does not Meet

Expectations- 1-0
Students take the
information that they
have learned and
simply state things
they have learned
without forming any
new ideas.
Presented in an
unclear and/or
unorganized manner.
No effort to maintain
audience attention.
Vocabulary is limited
and/or repetitive.

Interpersonal Task:
You are walking through the Forum and run into some friends from a different "family" who just
arrived in Rome. The friends will discuss their travels to Rome and some of the different things
that they encountered on their journey.

Requirements:
1. Students should be prepared to bump into at least 2 friends in the Forum.

2. Each conversation should last about 2-5 minutes. The conversation should be smooth and
be similar to a casual conversation that someone would have with a friend today.

3. Students should practice asking questions in Latin by taking the English, analyzing it, and
then translating it into Latin. Students should show/turn in to me their questions and
sample answers.
4. Students should practice answering questions the same way that they practice asking the
questions.

Rubric: Interpersonal
Exceeds
Expectations 4
Language
Function

Communication
Strategies

Clarification
Strategies

Comprehensibilit
y

Language Control

Meets
Expectations
(Strong) 3
Mostly
memorized
language with
some attempts to
create.

Meets
Expectations
(Weak) 2
Creates with
Mostly
language, able to
memorized and
express own
familiar
meaning in a
language, one or
basic way.
two attempts to
create.
Maintains simple Responds to
Responds mostly
conversation:
basic direct
to basic direct
asks and answers questions. Asks a questions. Asks
basic questions.
few formulaic
one or two
questions.
formulaic
questions.
Clarifies by
Clarifies by
Clarifies by
asking and
occasionally
occasionally
answering
selecting
selecting a few
questions.
substitute words. substitute words.
Generally
Understood with Understood with
understood by
occasional
frequent
those
difficulty by
difficulty by
accustomed to
those
those
interacting with
accustomed to
accustomed to
language
interacting with
interacting with
learners.
language
language
learners.
learners.
Most accurate
Most accurate
Most accurate
when producing with memorized with memorized
simple sentences language,
language only.
in present tense. including
phrases.
Accuracy
Accuracy
decreases when
decreases as
Accuracy
creating, when
language
decreases with
trying to express
becomes more
creating, when
own meaning.
complex.
trying to express
own meaning.

Does Not Meet

Expectations 1-0
Memorized
language only,
familiar
language.

Responds to a
limited number
of formulaic
questions.

Clarifies
meaning by
repeating words.
Difficult to
impossible to
understand by
those
accustomed to
interacting with
language
learners.
Little accuracy
even with
memorized
language.
Accuracy may
decrease when
attempting to
communicate
beyond the word
level.